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Project-Based Learning: Learning Through Experience

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Project-Based Learning: Learning Through Experience Lynn Technology Integration Workshop Session II June 24, 2003 Contact Information: Sylvia Klinzing (sklinzing_at_sun ... – PowerPoint PPT presentation

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Title: Project-Based Learning: Learning Through Experience


1
Project-Based Learning Learning Through
Experience
  • Lynn Technology Integration Workshop Session II
  • June 24, 2003

2
Contact Information
Sun Associates www.sun-associates.com 978-251-1600
  • Sylvia Klinzing (sklinzing_at_sun-associates.com)
  • Laura Tilton (ltilton_at_sun-associates.com)
  • http//www.sun-associates.com/lynn

3
PBL Why do it?
  • Supportive Research
  • Increased Motivation
  • Measurable Results
  • Authentic Products

4
PBL What is it?
  • Is project-based the same as problem-based
    learning?
  • What are the basic elements of project-based
    learning (PBL)?
  • What makes a good PBL project?

5
Project-Based vs. Problem-Based Learning
Both are. authentic, constructivist, inqui
ry-based, and student-centered
approaches.
6
Project-Based Problem-Based Learning Learning
  • Tends to be associated with K-12 education
  • Originated in medical training and other
    professional preparation practices
  • Organized around an end product or artifact
  • Organized around a problem for students to solve
    (i.e. case study)
  • End product is elaborate, and may require
    extensive planning and labor.
  • End products are simpler, more summative.

7
4 Basic Elements of PBL
  • Extended time frame
  • Collaboration
  • Student-directed Investigation
  • Construction of a real world product/artifact

8
Extended Time Frame
  • Projects run anywhere from

A few weeks
An entire year
------
  • What is the value of an extended time frame?
  • allows in depth interaction with the subject
  • allows construction of a worthwhile, real world
    product.

9
Collaboration
  • Students can work in groups and/or work with
    other classes via the internet.
  • What is the value of collaboration?
  • allows feedback from peers
  • makes the task/s less daunting
  • distributes expertise and responsibility
  • exposes students to other perspectives

10
Student-directed Investigation
  • Involves one or more of the following
    researching background info, observing,
    collecting data, conducting interviews, sharing
    and analyzing data.
  • Why do it?
  • Gives students an opportunity to personally
    explore the subject
  • Hones skills that could be useful outside the
    classroom

11
Construction of a Real World Product/Artifact
  • Can range from being

Template driven
Open-ended
------
  • Why construct real world products?
  • they are authentic, and so have a wider audience
    base
  • they motivate and engage students
  • they often appeal to more than one learning style

12
Types of Tasks
Key idea Transforming knowledge
  • Consensus Building
  • Persuasion
  • Self-knowledge
  • Judgement
  • Analytical
  • Scientific
  • Retelling
  • Compilation
  • Mystery
  • Journalistic
  • Design
  • Creative Product

For further explanations and other examples,
see http//webquest.sdsu.edu/taskonomy.html
13
Examples of Products for Assessment
  • Physical model
  • Multimedia presentation
  • Website
  • Video/radio program
  • Mock trial
  • Journal
  • Letter/e-mail message
  • Book, brochure, newspaper article, poster
  • Poem, song, puzzle, art project
  • A policy paper/ recommendation to some government
    body

14
PBL Challenges
  • Time
  • Classroom management
  • Control
  • Support of student learning
  • Technology use
  • Assessment

15
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16
Characteristics of a Good PBL Activity (45 mins)
  • Break up into small groups of 3 or 4 (form K-5 or
    6-12 groups).
  • Compare and contrast your worksheets with other
    learners
  • Write down some insights from your discussion.
  • Share with the entire group.

17
Great Planning is Key to Problem-Based Learning!
18
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19
Steps in Planning (LEVEL 2)
  • List the major goals of the project and
    curricular tie-ins
  • Decide on project duration
  • Plan Activities
  • Develop specific questions/challenges
  • Browse pre-existing PBLs, other sources
  • Draft assessment goals (what, how and when to
    assess)

20
Checklist
  • Will your PBL Activity
  • tie-in well with the curriculum?
  • engage and build on students' own interests and
    passions?
  • allow for open-ended outcomes and products?
  • provide a meaningful and authentic context for
    learning? ...
  • Major goals

21
(No Transcript)
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